L4 Oliver, Nicholas

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UMF LESSON PLAN FORMAT


Teacher’s Name: Nicholas Oliver Lesson # : Four

Grade Level: 11 Topic: Russian Revolution-1917


Objectives:
Student will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism.
Student will know about the February Revolution, abdication of Nicholas II, Lenin's return to Russia, July Days, and Russia's declaration of a republic.
Student will be able to be aware of the ingredients of revolution and see possible revolutions that may occur in the future.

Maine Learning Results Alignment
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.

Rationale: Students will learn about the events of the Russian Revolution using information from primary and secondary sources. They will learn more about Socialism and why that form of government plays a big part in today's world.


Assessment
Formative (Assessment for Learning)
  • Students will figure out which events caused the most change from the teacher's presentation. After self-assessment, the students will remake their list of events that caused the most change.
Summative (Assessment of Learning)
  • Students will break into groups of three and begin work on the WebQuest. The WebQuest will instruct the students to create a wiki page about the event given to them that was covered in the lesson. They will complete the wiki page according to the guidelines that will be on the rubric. Because the students will only be working on one event, after the groups have presented the students will add to their wiki page information from the other presentations. Then they will take a quiz on the information covered in class. Then, the students will perform the WebQuest.

Integration
Technology- Notes will be taken on the students' laptops and the students will do the WebQuest to show their knowledge of the material.
Art- Students are free to create a background and pictures that they put in their wiki page.
English- Writing the wiki page will accomplish using English in the classroom.

Groupings
After self-assessment, the students will work in groups of threes picked from a hat or other container to complete the WebQuest. The students will be equal collaborators in creating the wiki.

Differentiated Instruction
Strategies
Linguistic: Presenting to the class, watching the DVD clip, working on the Spider Chart, and completing the WebQuest will all cater to the linguistic intelligence.
Logical-mathematical: The WebQuest will help students analyze and think critically.
  • Spatial: The DVD clip, seeing the notes written on the board, and putting graphics in the wiki page will all cater to the spatial intelligence.
  • Musical: The DVD clip will have music in the background.
Interpersonal: Students will complete the WebQuest and create the wiki page with their group.
  • Intrapersonal: Completing the Spider Chart on their own will help the intrapersonal learners
  • Naturalist: Clip will show many Russian backgrounds and buildings.
Bodily-Kinesthetic: Students will type on their computers to create the wiki page.

Modifications/Accommodations
  • I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Extensions
  • The teacher will play a clip from a DVD called “Russia: Land of the Tsars” as a Type II technology. As well, the students will search the internet in order to complete their wiki as stated in the WebQuest. All websites used for the wiki must be approved by the teacher if it is not on the resources list. The WebQuest and wikis will be used as both a Type I and Type II technology.

Materials, Resources and Technology
Laptops
clip from “Russia: Land of the Tsars”
Writing Implements
Lined Paper
WebQuest
10-question quiz
Spider Chart for each student

Source for Lesson Plan and Research
Clip from "Russia: Land of the Tsars", a DVD.


WebQuest: http://students.umf.maine.edu/~olivernd/1917russiawebquest/index.html.html

Content Notes:
http://www.spartacus.schoolnet.co.uk/RUSmarchR.htm
http://www.spartacus.schoolnet.co.uk/RUSnovemberR.htm

Graphic Organizer: http://www.eduplace.com/graphicorganizer/pdf/spider.pdf

Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The class will be partnered up and they will learn more about the events and listen to some new viewpoints on the material.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. February Revolution, abdication of Nicholas II, Lenin's return to Russia, July Days, and Russia's declaration of a republic will be covered. After going over the notes, the students will get into partners and perform the WebQuest.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: The movie clip will help spatial learners, articulating the notes will help the linguistic learners, logical learners will be able to reflect on previous reasoning, musical learners will be able to hear the music during the movie clip, naturalist learners will see outdoor images in the movie clip, and intrapersonal learners will do some inner reflection just like the logical learners.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: Pre-assessment, self-assessment, and the WebQuest will help the gauge the students' learning of the subject matter. Students will receive feedback on their WebQuest in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.

Teaching and Learning Sequence:
Students will be seated in a "U" in order to see the board and to see the notes that will be put on the board. I will take attendance and then I will show a clip from “Russia: Land of the Tsars” for the students as my hook. After showing the DVD, I will go into the lesson. Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (10 minutes) Where, What, Why, Hook. Tailor: Linguistic, Spatial, Musical, Naturalist.
After the hook, I will talk about the February Revolution, abdication of Nicholas II, Lenin's return to Russia, July Days, and Russia's declaration of a republic (see attached content notes). The notes will be written on the board for them to see. After giving the class the notes, I will check for understanding by having the students self-assess with the Spider Charts and then introduce the WebQuest. The WebQuest can be found at: http://students.umf.maine.edu/~olivernd/1917russiawebquest/index.html.html
(40 minutes) Equip. Tailor: Spatial, Intrapersonal, Linguistic.
After being introduced, the students will start working on the WebQuest. For the WebQuest the students will have to take notes from the presentation, begin work with their group members on a wiki page that highlights one key event covered in class, and set up a time with their group members to complete the wiki page outside of class. I will look at the progress of the WebQuest at the halfway point and provide necessary feedback and answer any clarifying questions. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (30 minutes) Explore, Experience, Rethink, Revise. Tailor: Linguistic, Spatial, Interpersonal, Logical-mathematical, Bodily-kinesthetic.
The wiki will be the product of the WebQuest. This exact product can not be redone but overall learning can be proven during the portfolio conference. After the wiki pages are completed, the groups will be given an additional assignment. In their same groups, they will have to go back to their wiki page and put in the notes of the other events they took from the other groups’ presentation and then tell me what they thought of the other presentations. The wiki page will be graded by a rubric (see attached). (15 minutes) Evaluate. Tailor: Linguistic, Spatial, Interpersonal, Logical-mathematical, Bodily-kinesthetic.